This volume explores questions which emerge from considering the relationship between nature and ethics through philosophical, theological, ethical and environmental lenses. It will examine the nature (understood as essence or character) of ethics itself and whether nature (understood as natural world) has embedded in it a moral code, as well as examining how particular ethical/theological worldviews influence our treatment of nature. Is there an abstract, objective moral code in nature? If so, how do we gain access to this code of ethics? Is it only accessible through revelation, as in some religious traditions, or is this code of ethics more generally accessible to humanity? Indeed, does such an objective notion of ethics exist; could it be that ethics are a natural and subjective development? Is ethics a feature of nature, or have we invented it? There is, this volume might suggest, no consensus on these questions, as they at times divide and at times unite both the contributors to this volume and the bodies of scholarly work with which they engage. As time moves forward, investigations into ethics in the context of the relationship between humanity and nature have become more complex, taking account of advances in the natural sciences and a growing appreciation of nature. How are we to understand our relationship with nature, and how does this have implications for our understandings of ethics? Are we now realising the repercussions of our failure to take seriously our experience of climate change? This volume offers the reader a unique and underrepresented interdisciplinary perspective, from philosophers, theologians and environmentalists on the dynamic relationship between nature and ethics. It offers breadth in terms of the range of theoretical, cultural, philosophical and theological frameworks, but balances this with chapters providing an in-depth treatment of particular lenses, e.g. the work of Hegel, or the work of Gordon Kauffman. Through philosophical and theological investigation, these collected essays deepen and problematize the scientific and pragmatic discourses on nature, offering scholars solid resources to engage with some of the most pressing issues of our time in light of ongoing debates at many levels on dealing with climate change.

A Pedagogy of Purpose offers a completely fresh take on key problems in the education system. Gary Keogh argues that the education system has lost its way; it has become mechanistic, vapid, driven by an obsession with dubious measurements and led by a very narrow understanding of what it means to succeed. It has lost its sense of purpose. Using many real classroom examples, Keogh provides a new way forward, demonstrating how insights from classical philosophy can have a positive influence on crucial issues in education like student behaviour, assessment, attendance, the quality of teaching and learning, and perhaps most importantly, the mental health of students and teachers.

Theological reactions to the rise of the new atheist movement have largely been critically hostile or defensively deployed apologetics to shore up the faith against attack. Gary Keogh contends that focusing on scholarly material that is inherently agreeable to theology will not suffice in the context of modern academia. Theology needs to test its boundaries and venture into dialogue with those with antithetical positions. Engaging Richard Dawkins, as the embodiment of such a position, illustrates how such dialogue may offer new perspectives on classical theological problems, such as the relationship of science and religion, the existence of God, creation, natural suffering and theodicy. Keogh demonstrates how a dialogical paradigm may take shape, rather than merely discussing it as a theoretical framework. A dialogue between such opposing hermeneutics may provide a new paradigm of theological scholarship - one which is up to the task of facing its critics in the public and pluralistic context of modern academia.